Trainers’ knowledge and skills from the perspective of trainers, trainees and human resource development practitioners

ABSTRACT

This study focused on trainers’ professional knowledge and skills. Forty-one aspects of trainer knowledge were identified from the empirical research literature and presented in an online questionnaire to 200 trainers, 253 trainees and 93 human resource development practitioners. The respondents rated the importance of each knowledge aspect for the professional activities of a trainer on a six-point Likert scale. The results indicate that subject-matter knowledge and communication techniques are considered vital for trainers, along with content-specific instructional knowledge such as specific training methods. Additionally, trainers are expected to provide clarity and structure, build relationships with trainees and create a constructive learning environment. Implications for future research and training practice are discussed.

KEYWORDS:

• Training
• trainer knowledge
• trainer skills
• human resource development

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Susanne Wisshak

Susanne Wisshak is a Research Fellow at the Chair of Corporate Education & Human Resource Development at the University of Konstanz, Germany.

Sabine Hochholdinger

Sabine Hochholdinger is Professor of Corporate Education Human & Resource Development at the University of Konstanz, Germany.